The document discusses using customized multiplayer games to teach science concepts in the classroom. It describes a situation where a teacher worked with consultants to design games, but found that briefing students on the rules and getting them familiar with the games took too long, leaving little time for actual gameplay. To address this, the teacher designed a game that could fit into a double period by briefing students on the rules in a separate period prior and evaluating the game in another period after, using 4 periods total instead of the intended 2. The results were increased student engagement and motivation, though it sacrificed time from another topic and created anxiety for teachers around completing the syllabus.

1. Using Customised Games For Classroom Teaching